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Crayford Temple Grove

Our Vision

Our Vision

Curriculum Vision

At Crayford Temple Grove, we understand the needs of our community and have created a unique curriculum to prepare our children for an ever-changing future. Our global curriculum allows our students to gain an understanding of the world and skills and knowledge to flourish as empathetic, 21st century learners. 

21st century character skills support global viewpoints to drive our curriculum and allow our children to become prepared for the next stage of their learning journey:  

‘By learning, understanding, and mastering the 4 C’s, students place themselves in an incredible position to move forward with their lives.’

Furthermore, we reinforce the belief that we ‘cannot rely on one narrative to be the only narrative we seek regarding anything we hope to learn.’ Our children identify themselves in their own story and recognise the importance of understanding other stories from the past and present. We believe that our brain prioritises stories and by this principle, embedding stories into long-term memory will ensure that learners at CTG have authentic knowledge, which will allow them to become part of the global conversation. 

Providing this rich, knowledge based global curriculum, which is supported by technology as a tool to enhance learning, children at CTG will have a deep understanding of the past, how it has shaped our present, and the 21st century character skills they need to succeed in the future. 

Curriculum Drivers

Curriculum drivers have been developed to enhance our curriculum vision and ensure that our pupils develop the key global perspectives and character skills they need to move onto the next stage of their learning journey.  

  • Possibilities = enrichment opportunity  
  • Communication = community project 
  • Technology = finance and enterprise  

Global perspectives and Character skills

The following global perspectives are focused on each term and revisited every 2 years. They provide our pupils with the key knowledge they need to become global citizens. They link with a key character skill to ensure our pupils can flourish as 21st century learners.  

Nursery, 1, 3 & 5  

Term 

Autumn term 

Spring term 

Summer term 

Global perspective 

Identity and diversity 

Sustainable development 

Human rights 

Character skill 

Emotional intelligence 

Communication 

Problem solving 

Reception, 2, 4 & 6 

Term 

Autumn term 

Spring term 

Summer term 

Global perspective 

Social justice & equity 

Peace & conflict 

Power & governance 

Character skill 

Critical thinking 

Collaboration 

Creativity 

 

Attitude outcomes  

Each global perspective and character skill will lead to an attitude outcome; these outcomes are progressive and develop overtime.

Global perspectives 

Our progression in attitudes towards global perspectives has been taken from Oxfam’s Education for Global Citizenship, a piece which has informed much of our vision for global learning. 

Global perspective 

Attitude outcome 

EYFS 

KS1 

LKS2 

UKS2 

Social justice and equity

We are committed to social justice and equity.  

 

Sense of fair play. 

 

Willingness to take turns and share. 

Willingness to stand up and speak up for others. 

 

Fairness in dealings with others. 

Offence at unfair treatment of others locally and globally. 

  

Sense of justice growing interest in world events and global issues. 

Active concern at injustice, exploitation, and denial of human rights. 

 

Willingness to act against injustice and inequity. 

Peace and conflict

We value diversity.  

 

We have a positive attitude towards difference and diversity.  

 

Willingness to listen to the ideas of others. 

 

We value others as equal and different. 

 

Willingness to listen respectfully to the ideas and views of others even when one disagrees.  

 

Willingness to learn from the experiences of others. 

We value difference. 

 

We are recognising the benefits of listening to a range of different perspectives and viewpoints. 

We have respect for the rights of all to have a point of view. 

 

Willingness to challenge prejudiced and discriminatory views.  

 

Recognition of diverse perspectives on any issue, and that the majority view is not always right.  

Human rights 

We are committed to participation and inclusion.  

 

Starting to think of others.

Respect for other people’s feelings and ideas.

 

Respect for the rights of others.

 

Belief that everyone has equal rights.

Readiness to think through consequences of words, actions and choices on others.

Belief that it is everyone’s responsibility to challenge prejudice and discrimination.

Readiness to think through consequences of words, actions and choices on others.

Belief that it is everyone’s responsibility to challenge prejudice and discrimination.

Identity and diversity

We have a sense of identity and self-esteem. 

 

Awareness of self and own uniqueness. 

 

Sense of self-worth and worth of others. 

Sense of belonging and valuing of relationships with others.  

 

Awareness of, and pride in, own individuality. 

Positivity about the ways in which one is both like others and uniquely different.  

 

Value what contributes to own identity. 

Valuing of own and others’ individuality. 

 

Openness to new ideas and perspectives which challenge own. 

Sustainable development

We have concern for the environment and commitment to sustainable development.  

 

Appreciation of, and care for, living things and own environment. 

 

Sense of wonder and curiosity about the world.  

 

Starting to value resources. 

Concern about the local environment and willingness to care for it. 

 

Taking care of resources and not wasting them. 

Sense of responsibility for the environment and the use of resources. 

 

Commitment to taking action to protect and improve the environment and quality of life for people locally and globally. 

Appreciation of interdependence between people and planet.  

 

Concern about the effects of lifestyles and consumer choices on people and the planet. 

Power & governance 

We believe that people can bring about change. 

Belief that everyone can do things to improve surroundings and support others. 

Belief that people can make a difference, both on their own and when they work together. 

Belief that individuals and groups can improve situations. 

 

Willingness to cooperate with others to change things for the better. 

Willingness to take an informed stand on global issues.  

 

Belief that people can often make a greater difference when they act collectively. 

Character skills  

Our character skills are linked to our school values and are an integral part of preparing our pupils for the next stage of the learning journey and future success.

Character skill 

Attitude outcome 

EYFS 

KS1 

LKS2 

UKS2 

Emotional intelligence  

 

Respect for people in school, the wider community and globally by understanding how to control and express our emotions and being empathetic towards others.  

 

Show sensitivity to people’s feelings and needs. 

Show awareness of, and concern for people’s feelings. 

Show interest in, and concern for others outside immediate circle and in contexts different to own. 

Adapt behaviour to consider feelings of others. 

Empathise with people in local and more distant contexts.  

Understand impacts of prejudice and discrimination. 

Discern how people are feeling through their words, body language, gestures, and tone.  

 

Recognise how different backgrounds, beliefs and personalities affect behaviour and world views. 

Communication 

We can confidently express a viewpoint and understand that people have different points of view and engage with these whilst also understanding the importance of collaboration. 

 

Listen to others.  

Take turns to express a view. 

Participate in discussions about issues that affect self, others, and the wider world.  

State opinions and start to give reasons for these. 

Listen carefully to others. 

Listen attentively, question and respond to others.  

Express own views and ideas on issues clearly, using a range of appropriate method.  

Give reasons, evidence, and examples in support of an opinion. 

Communicate effectively through a range of media about issues to suit subject, audience and purpose.  

Use active listening skills adapt behaviour to new cultural environments. 

Problem solving 

We understand the importance of persevering to solve a problem independently and collaboratively.  

 

Talk about ways of solving a problem that has been explained. 

Identify problems. 

 

Begin to think of different ways of solving a problem. 

  

Check that my way of solving the problem is the best way. 

Recognise and explain a problem.  

 

Suggest ways of solving a problem. 

 

Try different approaches when solving a problem.  

 

Evaluate the solutions by thinking about the different approaches taken. 

 

Judge the quality of the solutions and processes, then think about how to improve on them. 

Recognise and explain a problem and hypothesise about solutions. 

 

Plan and try out possible solutions, using appropriate tools.  

 

Change what I am doing if necessary, to improve on the steps I am taking to solve the problem. 

 

Evaluate solutions by reflecting on the process taken and the outcomes.  

 

Make judgements about the quality of the solution and the processes taken, using relevant success criteria. 

Critical thinking 

We question what we hear to discover truth and to think and learn independently.  

 

 

Ask questions. 

Wonder about ideas 

Ask relevant questions. 

Consider merits of different viewpoints. 

Use different approaches to solve problems. 

Begin to identify bias and opinion. 

Give evidence for an argument, assess different viewpoints and present counter-arguments. 

Imagine alternative possibilities and suggest new ideas to solve problems. 

Evaluate media and other sources for bias, stereotypes and range of voices and perspectives. 

Analyse own and others’ assumptions about people and issues keep mind open to new ideas. 

Collaboration 

The belief and understanding that by working with others, we can identify our own valid contributions and the importance of compromise and listening to others.  

 

Participate in group activities.  

Take turns and share.  

Manage disputes peacefully. 

Play and work cooperatively.  

Help to ensure that everyone in own group is included.  

Begin to show tact and diplomacy. 

Work cooperatively to solve problems or achieve goals. 

Use strategies to manage anger, frustration, and aggressive feelings.  

Use knowledge of others’ viewpoints to resolve problems and compromise 

Take on different roles in group work. 

Employ effective strategies for repairing damaged relationships. 

Creativity  

To think innovatively to have a strong advantage in the world. 

 

Being inquisitive - ask questions about what things are and how things work. 

Pretend to be different people or things when playing. 

Begin to find out more about things when playing. 

Say what something might be or become. 

Try different ways of doing things. 

Be curious and ask questions about what might happen. 

Use imagination to think of ideas for different activities e.g., stories, dance, painting. 

Discover more about things when able to explore. 

Give more than one idea of what might be. 

Build on other ideas and explore different ideas. 

Ask questions that begin with ‘what if’ or ‘why’. 

 

Use imagination to think of new ideas for different activities. 

 

Discover and make links by recognising patterns and how things relate to each other. 

 

Suggest possible outcomes. 

 

Suggest ways to develop and change ideas. 

 

Be willing to explore and change ideas to achieve my purpose. 

Use imagination to come up with original ideas and change ideas to suit the purpose. 

Speculate about possibilities and think about their consequences. 

Sometimes question what I am being told and can suggest my own ideas.  

Be prepared to take risks and change ideas.  

Judge my ideas and outcomes against the purpose. 

Related Policies

CTG Teaching and Learning policy 

CTG Assessment policy 

CTG Subject leader policy